幼教師提問技巧於生氣繪本共讚活動之探究

Teacher-Student Book Reading Discussion Skills in Angry Children's Books

本研究目的為觀察12 位幼教師，在師生共讀生氣繪本時的情 緒共讀提問技巧表現及類型，本研究選用〈菲菲生氣了，非常非常 的生氣〉為情緒共讀繪本，使用DV 及錄音筆記錄師生共讀對話內 容，並採用「兒童語料交換系統」進行轉譯及編碼。編碼系統針對 幼教師於生氣繪本共讀活動之整體提問、討論表現，進行4 種分頰 ，分別為和情緒無關的提問、和情緒有關的提問、和情緒無闊的敘 述及和情緒有關的敘述：接著，進一步了解教師於師生共讀情緒繪 本時，和情緒有關之提問技巧表現，因此又再將教師和情緒有關之 提間內容進行分類，從中共分出15 個類別﹔最後，從分類結果整 理出幼教師於師生共讀生氣繪本使用的情緒共讀提問五大類型，可 分類為情緒共讀發闇型一擅於發問情緒問題：情緒共讀混合型一情 緒議題提問與描述出現頻率相當：情緒共讀經驗型一擅長提問問題 引導幼兒分享個人情緒經驗：情緒語言貧瘖型一情緒提問及敘述表 現皆最少：及情緒共讀敘述型一主要以情緒敘述說明為主，本研究 結果可作為教師情緒繪本閱讀技巧訓練的參考並將相關建議於文 中提出。

This study examines the book reading discussion skills of 12 teachers in angry children's book reading interactions. The children's picture book titled， When Sophie Gets Angry ~ Really， Really Angry was used as reading material. All teacher-student book discussions were audio- and video-recorded， and transcribed， based on the code of the Child Language Exchange System. To learn teacher-students reading interactions during book discussions， the utterances of teachers were analyzed and coded as questions and descriptions， either related or unrelated to emotions. Emotional questioning skills of teachers were analyzed and subsequently categorized into 15 questioning skills categories. The teachers' emotional questions skills were grouped into emotional shared reading skills-questions， mixed， experience， and description type， and emotional language-barren type. Implications for teachers reading skills regarding emotional children's books were provided in the study.